Justin+Kennedy+LMF

//Learning Motivation and Fun//

 * //1)//** **//Children under 10 consider learning activities that involve tangible and visceral elements to be fun.//** Of the eleven reported LMF experiences under the age of 10, a majority of them mention visceral and tangible experiences that heavily contributed to the fun-factor. Adam (6), Grace (8-9), Janice (3-6), Rose (7) and Trevor (8); all reported fun learning activities that required them to handle or manipulate objects that they were learning about, such as plants, sand or clay. Alternatively, Rose (7) and (Grace 8-9), relied on the use of their fingers and hands as “tools” to assist them in learning abstract ideas. Colors, shapes and textures supported the children’s use of their imaginations’, which further enlightened the learning experience. — In terms of teaching to this particular audience, understanding that many of their senses are conduits to their learning both facts and abstract concepts, is a valuable tool.


 * 2)** **//Teens have fun learning when fully immersed in both real and simulated cultures, guided by innovative strategies.//** A number of cases in which teens learned outside of the classroom on trips, or through simulated environments within the classroom, offered positive responses. Wendy (18), found that classroom immersion into //deaf-culture,// by learning American Sign Language entirely unspoken, to be challenging and fun, “like charades.” Kim (14/15) and Jim (16), found that learning outside of the classroom, through simulating Ancient Greek activities, and on a class trip to Europe respectively, tied classroom learning to real world experiences. Krista’s (18/19) preparation for her choir’s international tour featured learning both different languages, and American Sign. In all these cases, the teacher’s expertise and/or innovative approach took the subject matter outside of the traditional environment, and pushed the students to learn in a different fashion. — This encourages creativity in and out of the classroom on the part of teachers, tutors or mentors.


 * 3)** **//Self-directed learners have fun making discoveries and mistakes on their own, where self-reliance is both part of the challenge and reward.//** The element of problem solving and use of reasoning encourages many to choose self-directed learning. Here the element of self-direction seems to be as much part of the learning process as the material itself. Kim’s Video-pod cast tutorial, Diane’s (36) Geo-Cashing exercise and Stacey’s Video Scrapbook project all offered materials to support their learning, but the challenge of using their wits and wisdom seemed to be as important to their learning as the material it self, as well as making it more fun. For Andrew (15), the added ease and lack-of-pressure in self-guided learning of driving a manual stick shift enabled him to enjoy the process as well as the result. — Providing self-guided learning alternatives and options to learners is an excellent way to get buy-in from those that shun the restriction of guided learning, this is especially true in corporate learning environments.


 * //4)//** **//The element of friendship, camaraderie and competition, make group-learning environments fun and impactful.//** Whether directly or indirectly related to the learning material, the element of camaraderie in group learning environments makes them fun. Jared’s (25) orientation to Sales Training, by participating in a scavenger hunt was seemingly unrelated to Sales Training, while Kelly’s (34) //‘Teaching History through Role-playing’// related directly to the subject matter; in both cases the reliance on and support from teammates and friends contributed to the fun of the process. Also, in these cases – as well as Sharon’s (19) more traditional learning of Philosophy in a lecture-hall, an even playing field for peers, friends, teammates and instructors – participants had fun, felt encouraged and built confidence as they learned. – This is very impactful in terms of teaching groups and encouraging skill building as well as learning of material.


 * //5)//** **//The use of simulation and role-playing makes work-place learning fun and effective.//** Shawn’s (32) dramatic Ship-Flooding Coast Guard drill and Matt’s (24) Coast Guard Cold-Weather Survival Exercise, both involve serious subject matter and consequences. Yet the element of reality in both situations encouraged the participants to use their knowledge and take chances in a relatively safe environment. As we discover as we examine game playing in general, the aspect of “creating the experience” allows and even encourages fun. While the emotions these simulations can evoke might range dramatically from fear to euphoria, the adrenaline and feeling of //real-life success (or failure)// is often very exciting. While less intense perhaps, Lisa’s (30) Customer Service informal training experience, emphasizing simulated customer transactions and conflicts, taps this same element. — I am a strong advocate of simulations in training and teaching, putting learned material to use is a fun and important part of the overall learning process.